Oct 15 / Alen Faye Crisostomo, BS, RBT

Why Does My Child Do That?

The Science Behind Behavior Functions

Do you know a child who:
  • Hums or makes vocal sounds repeatedly?
  • Repeats phrases or lines from shows?
  • Grabs toys from peers instead of asking?
  • Flaps their hands when excited?
  • Rocks back and forth when calm or anxious?
  • Spins objects and watches them closely?


If these sound familiar, you’re not alone. You’re here because you want to understand their world — and that already makes you someone who leads with compassion. Each of these behaviors tells a story. They are not random, “bad,” or meaningless. They are communication — a window into what the child needs, feels, or enjoys.

In this blog, you’ll learn why children sometimes engage in these behaviors and how understanding the function behind them helps you:
  • Respond with patience rather than frustration,
  • Build trust and meaningful connection, and
  • Support the child in learning new, functional skills.


Because understanding behavior is not just about knowledge — it’s about empathy in action. When we decode the “why,” we become better allies in helping them thrive.
Attention
“Look at me!”
Some behaviors help children get noticed — even negative attention can feel rewarding.
Examples: Grabbing toys, repeating phrases
Why: Limited communication; behavior gets a fast response
Support: Teach phrases like “Play with me” or “Look!” Praise polite requests.   Stay calm; avoid reinforcing inappropriate attention seeking behavior.

Escape / Avoidance
“This is too hard.”
Behaviors may help children avoid stressful tasks or environments.
Example: Throwing objects 
Why: Tasks feel overwhelming
Support:
Teach “Break, please” or “Help me.” Simplify tasks and use visual supports. Don’t remove demands right after behavior.

Access to Tangibles
“I want that.”
Children may act out to get items or activities they want.
Example: Grabbing toys
Why: Lacks requesting or waiting skills
Support: Model “Can I have a turn?” Reward asking, not grabbing.   Use timers or visuals for turn-taking. 

Automatic / Sensory
“It feels good.”
Some behaviors are self-soothing or enjoyable. 
Examples: Humming, hand-flapping, rocking, spinning
Why: Regulate emotions or sensory needs
Support: Observe triggers (boredom, excitement) Offer safe sensory options to replace.  Allow harmless self-stimulatory behavior.

Bonus Learning: Common Functions of Problem Behavior.

Learn the four common functions of problem behavior (SEAT: Sensory, Escape, Attention, Tangible) in this preview from the ATCC 2026 RBT® Training (3rd Edition). Discover why behaviors happen and how RBTs can apply ABA strategies to reduce problem behaviors and teach positive alternatives. Perfect for RBT® exam prep and ABA learners.
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